The rationale for undertaking the evaluation is to assess the relevance; efficiency, effectiveness, impact and sustainability of the project. The findings of the evaluation will be shared with and used by the International Salvation Army, implementing partners, donors and relevant national and international stakeholders. The purpose of the evaluation is to assess the implementation of the project, but also to provide learning elements for another phase. For this reason, the evaluation will focus and include elements of accountability and learning.
The evaluation is part of the project proposal and shall be carried out as an end-of-project evaluation. As the project comes to an end in December 2018 and a new phase is being planned the main findings and recommendations will be used for the designing of the new phase. The main stakeholders are the project staff, beneficiaries and network.
2 Description of the Intervention
Lack of access to quality education remains a key obstacle to Haiti’s social and economic development. Surveys indicate that approximately 35 percent of Haitian youth are illiterate and that the average Haitian child spends less than four years in school.
In Haiti, the socioeconomic challenges that the country has faced throughout its history, coupled with deficits in education have all contributed to parents to refrain from assuming and undertaking their roles in the education of the children. In addition, the lack of access to information usually prevents them from directly supporting the development of their children.
Finally, it is worth highlighting that the issue of domestic violence directed to children is a huge problem in the Country. According to the information provided by the external evaluator of the previous project, in Haiti, “at least 80% of the children have experienced a form of domestic violence” . According to a national survey carried out by the Haitian Government, two thirds of both female and males aged 18 to 24 had experienced physical violence by adult household members or authority figures in the community, such as teachers.
The project goal is to contribute towards towards improving the integral development of girls and boys by strengthening the educational role and skills of parents and the harmony at the household level in Haiti.To achieve this goal, the programme will aim at:
1. To raise the awareness of parents and the main stakeholders dealing with education on the importance of parents in the development of children in the communities of Delmas 2; Luly; Vieux-Bourg; Acquin; Balan; Gonaïves and Petit Goave in these regions
2. To build the capacities of TSA Haiti members and communities in Delmas 2; Luly; Vieux-Bourg; Acquin; Balan; Gonaïves and Petit Goave, by providing trainings to 75 community members facilitators; 50 teachers and 20 Officers in methods, skills and knowledge to undertake parental and community support for the development of children.
3. To sensitize 2’050 parents/community members in Delmas 2; Luly; Vieux-bourg; Acquin; Balan; Gonaïves and Petit Goave and provide skills and knowledge that will contribute to the development of their children.
Fonctions
3 Scope and Focus of the Evaluation / Evaluative Questions
Scope
In terms of the scope, the evaluation shall:
- The evaluation shall focus on behaviour changes in the participation of parents on the education and development of their children.
- The evaluation shall focus on outcome and impact (objectives);
- The evaluation shall focus on the period of implementation from 2017 to 2018;
- The evaluation shall preferably cover the 7 communities where the project was implemented (Delmas 2; Luly; Vieux Bourg; Acquin; Balan; Gonaives and Petit Goave).
- Target group: programme staff, teachers, parents and students.
Evaluation Questions
The evaluation shall provide answer to the following questions related to the following criteria:
Impact:
1. Which lasting effects and behavioural changes can be perceived?
Relevance:
2. To what degree is the project relevant in the Haitian context?
3. To what extent is the topic relevant to the communities?
4. Are there adaptations needed in terms of content and approach to make it more relevant to the communities on a potential extension of the project?
Effectiveness:
5. To what extent have the planned results been achieved? Have the outputs been achieved?
6. Which major factors have influenced the achievement or non-achievement of the results?
Efficiency:
7. To what extent were the results achieved on time and with minimum resources?
8. Which alternative approaches might have led to similar results with lower costs?
Sustainability:
9. Which evidence indicates that the effects of the project will continue after its completion?
10. Has TSA been able to strengthen its network?
11. Which are the potential of collaborations with other IOs/NGOs.
Transversal criteria and questions:
Gender within partner institution:
12. Are the indicators in the project proposal formulated in a gender-sensitive way?
13. Is gender-sensitive data available for the Salvation Army Haiti? (in which functions do women and men work?)
14. Quantitative participation of women and men in projects (project management and participation) and involvement in goal setting and decision making (project development)?
15. Representation of women in decision-making bodies of the Salvation Army Haiti?
Good and Promising practices:
16. What can be identified as a good and/or promising practice during the project implementation? (a case study documenting good and/or promising practice)
4 Evaluation Methods and Process
The evaluator is expected to provide the methodology, which will be applied for answering the evaluation questions.
The approach to be used by the evaluator shall include desk study, case studies, field visits and quantitative methods. The methodology shall, in addition follow principles such as the participation and involvement of stakeholders. Similarly, the evaluation shall adhere to the SEVAL- and DAC-standards.
The evaluator shall make use of the following documents for the desk work:
- Project Proposal
- Project Logframe
- Institutional evaluation
- Progress reports
In terms of process:
The administrative and financial side of the evaluation will be managed by The Salvation Army Haiti Division. They will also be responsible for providing the evaluation team with relevant materials and oversight and organization of the evaluation visit to the field.
- The final report / results of the evaluation will be used for the designing of the new programme phase and will be shared with donors to the project, most specifically, Bread for All and the Swiss Agency for Development and Cooperation, SDC.
5 Deliverables
The evaluator is expected to deliver the following products / deliverables:
A. Evaluation work plan; two week prior to implementation
B. Evaluation methodology, indicating which method will be used to answer each of the questions, one month previous to the implementation
C. Budget
D. The Evaluation report: it is expected that the Standard Report Structure is used (see annex 2). The report shall have a maximum of 30 pages. The evaluators are expected to include in the report a table which summarizes the findings according to the 4 criteria; relevance, effectiveness, efficiency and sustainability (see Annex to the ToR, in this document) including a rating for each criteria using the following ratings:
Highly satisfactory (HS) ; Satisfactory (S) ; Unsatisfactory (U) ; Highly unsatisfactory (HU). The report shall be delivered in English.
E. A Debriefing meeting, including powerpoint at the Salvation Army Divisional Headquarters.
6 Schedule
The evaluator is expected to provide a work plan at least two weeks before the start of the evaluation. The consultancy period will be divided into a preparatory phase (including preparation of questionnaires, hiring and training and vet of enumerators), data collection, debriefing and documentation. A visit to the programme implementing communities will be conducted between mid-and-end January to collect the necessary information and statistical date. The field work should allow for documentation review (project documents, project reports), field visits (to relevant project areas, interviews with project beneficiaries, parents, teachers, students, community organizations, and partners-including other NGO’s) and meetings with key partners on national as well as local levels.
Presumably, 21 working days would be required for the task, which can also be decided upon discussion between both parties. It is expected that the whole task should be finished within a month from the starting date.
A debriefing will be held by the end of the evaluation on the results of evaluation. The Board Direction of TSA Haiti will be at this meeting in the City of Port Au Prince.
A first draft of the report shall be delivered by Mid-March.
The final report including the feedback from the Salvation Army shall be delivered by mid-April 2019.
Qualifications Requises
7 Evaluation Team / Qualifications
Qualification and Experiences
• Must have minimum of 5 years of overall experience to work with development work, social services, psychology, donor funded project or organizations/national or international organization/ international donor, etc.
• Must demonstrate minimum 3 years’ relevant experience in Evaluation of projects
• Advanced university degree in Education, Sociology, psychology; Development; Anthropology
• Extensive knowledge of and experience in applying qualitative and quantitative evaluation methods;
• Demonstrated knowledge of results based management techniques;
Knowledge and skills
• Excellent analytical, interpersonal, communication and reporting skills. Ability to synthesize and clearly present complex processes and issues to serve the information needs of diverse audiences; (findings shall be clear enough for readers outside the local context and opinions must be based/backed up on facts)
• Excellent technical knowledge of the context in Haiti with special focus on education.
• Should be competent to examine gender and women’s rights issues.
• Proven ability to undertake self-directed research;
• Excellent writing skills, ability to write in a structured, clear, and concise manner, without losing the depth of the substance and making sure information sources are at hand to back up his/her conclusions;
• Results orientated and commitment to producing high-quality products;
• Thorough understanding of development-related issues;
• Experience in working with international institutions and NGOs in the field;
• Ability to work under tight deadlines.
Corporate Competencies:
• Demonstrates integrity by respecting The Salvation Army's values and ethical standards.
• Displays cultural, gender, religion, race, nationality and age sensitivity and adaptability.
Application Information
Interested evaluator should send a technical and financial proposal, describing the evaluator’s relevant experience and capacity to undertake the study. The proposed budget and technical proposal must be submitted by email to john_bundu@car.salvationarmy.org by the deadline of 01st December 2018.
The offer must include:
• Technical and financial offer, including the total amount offered.
• The budget should detail the human resources, enumerators, material costs, travel expenses and fees.
• Include the CV for the evaluation team leader, statistician and field manager
• Proposed methodology and work plan, including schedule.
• Detailed project plan reflecting project phases, outputs and detailed budget.
• Data analysis plan
• Information on prior experience and how the contractor meets the requirements
• Reference contacts
• At least one examples of a previous report produced
8 Budget
The evaluator is expected to provide a budget for the evaluation. The budget of the task should be broken down in details asper the following format:
- Consultancy fees
- Questionnaire development cost
- Data collection cost
- Communication and transportation cost
- Data processing & analysing cost
- Reporting cost
- Miscellaneous (stationeries, printing, etc)
List of Assessment Criteria
as per the Scoring Chart used for WE-internal rating of evaluations
Criteria
RELEVANCE
Projects/Programmes are addressing important development issues of the partner country and of concerned beneficiaries
Projects/ Programmes are aligned with national priorities and policies of partner country and partner institutions
Projects/ Programmes are consistent with SECO priorities and focus on its comparative advantage
Interventions are coordinated with other project/programs in the concerned sector and are complementary
EFFECTIVENESS
Objectives achieved at output level (as defined in logframe)
Objectives achieved at outcome level (as defined in logframe)
Objectives achieved at impact level (as defined in logframe)
EFFICIENCY
Projects/ Programmes are cost-effective
The approach / mode of implementation is efficient for achieving the intended results
Projects/ Programmes management and steering mechanisms are in place and adequate for the efficient implementation of the activities
Monitoring system is designed (logframe) and effectively used for steering and reporting
SUSTAINABILITY
Results (outputs / outcomes/ benefits will last beyond/ continue after projects/programme closure
Local institutions/capacities have been strengthened to sustain results
Financial sustainability has been achieved
Standard Format for Evaluation Reports
The format for the presentation of the evaluation given here is to be considered as minimum standard. Where indicated it can be extended with additional chapters and sub - chapters.
? Content page
? Acronyms and abbreviations
? Acknowledgements
? Executive summary
? Introduction
Purpose and objectives of the evaluation
Scope of the evaluation, short statement on the evaluation methods used
? Description of the development intervention
Context of the intervention, including policy and institutional context Description of the intervention and the intervention logic and the implementation arrangements
? Findings
Presentation and interpretation of the factual evidence in relation to the evaluative questions.
? Conclusions
Assessment by the evaluators of the intervention results against the expected results (as identified at the planning stage or as reconstructed by the evaluators).
? Lessons learned
Lessons that may have implication for the future of the development intervention or may be relevant for wider application.
? Recommendations
Proposals for improvements for the client and users of the evaluation.
? Annexes:
- TORs
- List of stakeholders consulted
Detailed description of the evaluation process and methodology: description of the evaluation process, the methodology used (including any limitations of this method), information sources (including any data issues), stakeholders participation and consultation.
Description Indicators Means of Verification / M & E System Risks and Assumptions
Goal of the programme: To contribute towards improving the integral development of girls and boys by strengthening the educational role and skills of parents and the harmony at the household level in Haiti.
Objective 1
To raise the awareness of parents and the main stakeholders dealing with education on the importance of parents in the development of children in the communities of Delmas 2; Luly; Vieux-Bourg;Acquin;Balan;Gonaïves and Petit Goave in these regions • End of programme evaluation provide information that at least one main stakeholder is willing to partnering in the continuation of project’s activities.
• End of programme evaluation provide information that 100% of the foreseen facilitators have been trained.
• End of programme evaluation provide information that from the facilitators that have been trained, at least 75% continue applying parenting school activities.
• Evaluation on file.
• There is no major or drastic change in the political scenario,
• Other stakeholders such as NGOs and IOs continue operating in the country.
• The international community continues supporting the Haitian Government in its efforts to provide universal education.
Expected Ouctome 1
The communities of Delmas 2; Luly; Vieux-Bourg; Acquin;Balan; Gonaïve; and Petit Goave, as well as the main stakeholders woring in these places are sensitized on the importance of parents in the development of children and are willing to continue applying the elements taught during and after the completion of the project. • Final report provide information that the activities are sustained in Delmas 2; Luly; Vieux-Bourg;Acquin; Balan;Gonaïves and Petit Goave.
• Final Report provide information that other stakeholders are willing to continue with activities and establishing partnerships. • Final Report on file. • The international community continues supporting the Haitian Government in its efforts to provide universal education.
Output 1.1
Communities in Delmas 2; Luly; Vieux-Bourg; Acquin;Balan;Gonaïves and Petit Goave are sensitized on the role of parents for the development of children. • Quarterly reports provide information of meetings and gatherings held with community members.
• Group work and semi-structured interviews carried out with participants, which are afterwards reflected on quarterly reports provide information that at least 75% of participants understand the importance and the role of parents in the education of children. • Quarterly reports on file.
• Interviews findings and records on file • Social-economic scenario in the mentioned communities remain stable and doesn’t suffer major disruptions.
Output 1.2
NGOs, IOs and the Haitian Govenrment operating in the the communities of Delmas 2; Luly; Vieux-Bourg; Acquin;Balan;Gonaïves and Petit Goavelearn about the project and show interest in collaborating with its activities. • Minutes of meetings show that contact has been established with at least 5 stakeholders operating in the different regions.
• Quarterly reports show that from those stakeholders that have been contacted, at least one is willing to establish a partnership and to applying the elements of the project.
• Annual reports relays the networks that TSA HAI are active in. • Minutes of meetings on file.
• Quarterly reports on file. • NGOs and IOs are operating in the region.
Output 1.3
Parents have become facilitators and are able to implement the parenting classes. • Quarterly reports provide information that at least 50 parents have been chosen and are willing to undertake the role as facilitators.
• Annual Report provide information that 100% of trained facilitators have conducted parenting schools.
• Quarterly reports on file.
• Annual reports on file. • Economy and political situation remains stable.
• To establish contact with the communities and undertake sensitization activities.
• To map the existing stakeholders operating in the region
• To establish contact with the main stakeholders (including Community Based Organizations and NGOs, such as GHESKIO, PREVSIDA)operating in the region. (Please see external evaluation).
• To stablish partnerships with the main stakeholders operating in the region
• To select parents as facilitators based on capacities and willingness to collaborate with the project.
Objective 2:
To build the capacities of TSA Haiti members and communities in Delmas 2; Luly; Vieux-Bourg; Acquin;Balan;Gonaïves and Petit Goave, by providing trainings to 75 community members facilitators; 50 teachers and 20 Officers in methods, skills and knowledge to undertake parental and community support for the development of children. • Assessments of supervisors further reflected on the final report provide information that the supervision has been effective in ensuring that a 100% of the classes conducted by the facilitators have achieved a high level of quality.
• Final report provide information that the number of positive feedbacks that have been obtained at classe’sevaluations have reached at least 75%.
• Final external evaluation with randomly chosen facilitators, being those at least 15 facilitators and 5 teachers provide information that 100% of the chosen facilitators are able to teach the elements learned. • Final evaluation on file
• Evaluation on file. • Economy and political situation remains stable.
Expected Ouctome 2
The knowledge, skills and methods of parental schools is owned by community members, teachers and Officers to the extent to which those elements can be endlessly reproduced in the regions of Delmas 2; Luly; Vieux-Bourg:Balan; Acquin;Gonaïves and Petit Goave. • Final external evaluation with randomly chosen facilitators, teachers and Officers provide information that the knowledge, skills and methods of parental schools are owned and can be reproduced. • Evaluation on file • Facilitators and teachers don’t suffer any major hindrance that prevent the reproduction of elements learned.
• Facilitators and teachers are willing to apply the elements learned.
Output 2.1
150 parents/community members from Delmas 2; Luly; Vieux-Bourg, Acquin, Balan, Gonaïvesand Petit Goavehave received a 30 hours-training on basic educational topics. • Quarterly reports provide information that at least 60% of parents/communitymembers who have received the trainings can name the three pillars of parental education + 2 key concepts of two topics and give two examples of educational changes made to their child. • Quarterly reports on file. • No major social, political, economic event prevents the trainings to take place
• parents/community members are willing to participate in the trainings.
Output 2.2
50 teachers of TSA Schools in 5 communities and 20 TSA Officers have received 30 hours of training on general educational topics • Quarterly reports provide information that at least 70% of trained teachers and Officers can name 3 pillars of parental education + 2 key concepts of two topics and give two examples of educational changes made to their child. • Quarterly reports on file. • No major social, political, economic event prevents the trainings to take place
• parents/community members are willing to participate in the trainings..
Output 2.3
75 parents/community members trained on 5 basic educational topics have received additional training of 30hs, and are thus equipped with knowledge and skills to conduct parenting schools, using psycho-pedagogic charts, and have an animation kit including the 7 basic psycho-pedagogic charts and tools to be used during group facilitation. • Quarterly reports provide information thatat least 80% of parents/community membersthat have been trained as facilitators can name 4 specificities of parental education and can explain the structure of psycho-pedagogic charts that have been used during the trainings. • Quarterly reports on file. • parents/community members are willing to participate in the trainings.
Output 2.4
75 facilitators have received additional 30h-training on 3 new specific thematics and have the tools to conduct parents Schools on these new topics, as well as an animation kit including the 9complementaire psycho-pedagogic charts and tools to be used in group facilitation. • Quarterly reports provide information that at least 80% of facilitators are able to give three key concepts that have been learned for each of the three specific topics. • Quarterly report on file • Facilitators willing to continue the training process.
Output 2.5
Supervision provided throughout the entire process has guaranteed that the facilitators correctly apply the elements learned during the parenting schools and the quality of classes are high. • Supervision minutes reflected in quarterly reports provide information that 100% of classes are being correctly taught and that corrective measures have been applied, having thus contributed to the achievement of 100% rates. • Minutes on file
• Quarterly report on file • Facilitators willing to apply the guidance received.
• To outline and complete the psycho-pedagogic charts and kits
• To undertake trainings for parents/community members
• To undertake trainings for TSA teachers and Officers
• To undertake trainings for facilitators
Objective 3
To sensitize 2’050parents/community membersin Delmas 2; Luly; Vieux-bourg;Acquin; Balan;Gonaïvesand Petit Goaveand provide skills and knowledge that will contribute to the development of their children. • Final Report provide information that at least 60% of parents/community members that have been sensitized can name the 3 pillars of parental education and give two examples of educational changes made to their child.
• The Most Significant Change (MSC) approach will be used on an annual basis to provide anecdotal evidence of how the project has directly empowered parents/communities to overcome socialvulnerabilities and become agents on the development of their children. • Final Report on file.
• Statistics of classes and pictures on file. • No major social, political, economic event prevents the trainings to take place
• parents/community members are willing to participate in the trainings.
Expected Outcome 3.1.
2’050 parents/community members in Delmas 2; Luly; Vieux-Bourg; Acquin;Balan;Gonaïves and Petit Goave recognize themselves as the main actors responsible for the education and development of their children. • By the end of the project there is an increase of at least 85% in the number of parents that recognize their role as main responsible for the development of their children, compared to baseline that has been outlined at the beginning of the project,.
• Anecdote stories collected throughout the implementation and displayed in quarterly and annual reports give account on how the project has been a catalyst for positive behavioural change • Baseline questionnaire on file
• Survey on file.
• End evaluation on file. • parents/community members are willing to participate in the trainings.
• parents/community members are willing to participate in the surveys.
Output 3.1.
80 parents/community membersgroups (25 people / group) in Delmas 2; Luly; Vieux-Bourg;Acquin;Balan; Gonaïvesand Petit Goave were sensitized for 14 hours on basic parenting skills (basic cycle). • Quarterly reports provide information that at least 60% of educated parents can name the 3 pillars of parental education and give two examples of educational changes made to their child • Quarterly report on file • parents/community members are willing to participate in the trainings.
Expected Outcome 3.2
2’050 Parents/community membersin Delmas 2; Luly; Vieux-Bourg; Acquin;Balan; Gonaïves and Petit Goave can identify the needs of children to better support their development, and effectively make use of adequate parenting skills (educational attitudes and practices) that favors the well-being of the children. • By the end of the project there is an increase of at least 90% in the number of parents that can identify the needs of children.
• By the end of the project there is an increase of at least 70% increase in the number of parents that effectively make use of adequate parenting skills (educational attitudes and practices), compared to baseline that has been outlined at the beginning of the project. • Baseline questionnaire on file
• Survey on file.
• End evaluation on file. • parents/community members are willing to participate in the trainings.
Output 3.2.
Parents/community membersin Delmas 2; Luly; Vieux-Bourg; Acquin; Balan; Gonaïves and Petit Goave, who have been trained have received a booklet, which contains the 7 key points of on basic parenting skills • Quarterly reports provide information that 100% of sensitized parents have received the booklet. • Quarterly report on file • Booklets are ready and available for distribution.
Extected Outcome 3.3
2’050 Parents/community membersin Delmas 2; Luly; Vieux-Bourg; Acquin; Balan; Gonaïves and Petit Goavepromote and apply practices that are based on non-violence within their families. • By the end of the project there is an increase of at least 70% in the number of parents that apply practices that are based on non-violence, compared to baseline that has been outlined at the beginning of the project.
• Anecdote stories collected throughout the implementation and displayed in quarterly and annual reports give account on how the project has contributed to protect the rights of girls and boys in the communities where it is implemented. • Baseline questionnaire on file
• Survey on file.
• End evaluation on file. • parents/community members are willing to participate in the surveys.
Output 3.3.
50 groups of parents who had attended the Parents School’s basic cycle have been further sensitized in one additional specific topic of their choice • Quarterly reports provide information that 60% of parents sensitized on the specific topics can appoint two key notions of the topic and provide 2 examples of educational changes made to their child after following this specific cycle • Quarterly report on file • parents/community members are willing to continue the training cycle.
• To outline the questionnaires for the development of the baseline at the beginning of the project
• To apply the questionaries’ and develop the baseline at the beginning of the project
• To undertake the parenting school classes
• To outline the booklet with the key notions of parenting schools
• To undertake parenting classes on specific topics.
• Trainings shall include methodologies that stimulate the parents to sharing the lessons with other parents in their surroundings.
Conditions de travail
L’ARMÉE DU SALUT, institution chrétienne à caractère d’Organisation Non Gouvernementale, œuvrant dans les domaines Spirituels, Economiques et Sociaux avec des projets de santé d’économie et d’éducation ; dans le cadre de l’évaluation d’un projet d’éducation parentale « Parenting School » cherche un SPÉCIALITE EN SUIVI ET ÉVALUATION DE PROJET.
Elle reçoit le dossier des intéressés à l’adresse dmarcelie@yahoo.fr jusqu’au jeudi 17 janvier 2019. Après analyse de dossier, une entrevue est prévue le mardi 22 janvier à 10h AM, en son bureau sis à Santo 6, au # 1342, Croix-des-Bourquets, Haïti. Le dossier des postulants retenus pour l'entrevue, recevront un appel téléphonique.
La période de contrat sera de très courte durée. L’intéressé doit avoir la maitrise du créole, du français et de l’anglais. Il doit avoir aussi ses propres moyens de déplacement pour effectuer des visites couvrant les zones de la capitale et des villes de province.
Pour de plus amples informations, lisez le terme de référence qui s’y attache. Pour vos questions, contactez-nous au (+509) 29 44 3671 du lundi au vendredi de 9h00 AM à 3h PM.
